International Journal of Advanced Culture Technology
/
v.9
no.4
/
pp.226-236
/
2021
The purpose of this study is to analyze the type of latent profile for general high school students' subject selection criteria and to identify the characteristics of the latent class. The survey data of 1072 general high school students (male; 648, female; 424) in G city, Jeollabuk-do and the scale composed of 8 sub-factors: 'SAT orientation', 'academic achievement', 'ability orientation', 'pursuit of interest', 'teacher orientation', 'career development', 'others' recommendation', and 'subject availability' were used for latent profile analysis and cross-analysis between potential layers. As a result of the analysis, high school students' perceptions of subject selection were classified into four latent profiles. The four groups were named 'High Perception Type', 'Low Perception Type', 'Self-Directed Type', and 'Stability-Oriented Type' according to their types. It was found that there was a difference between the latent classes in the importance and performance level of the subject selection criteria. These results can help identify the subject selection tendencies of latent groups in the operation of the 2015 revised curriculum and the 2025 high school credit system that emphasizes the student-centered course selection curriculum and they can also provide customized course selection guidance considering individual differences.
Purpose: The purpose of the study was to investigate the effect of the environment on adolescent binge drinking. Methods: The study was designed as a cross-sectional study. Using statistics from the 17th (20201) Korea Youth Risk Behavior Web-based Survey, the raw data target population was 2,629,588 people, and the sample group used for analysis as the final data was 54,848 people. A Rao-scott 𝑥2 test and univariate multinomial logistic regression analysis were performed using IBM SPSS 27.0. Results: In the results of univariate logistic regression analysis and multivariate logistic regression analysis, common related variables were gender, school level, academic achievement, sleep satisfaction, current smoking, daily smoking, and alcohol education experience. Conclusion: As a result of confirming the factors influencing binge drinking in Korean adolescents, some variables that increase the possibility of problematic drinking behavior in the socio-environmental areas such as individuals, communities, and national policies were identified. For effective prevention and intervention, it is necessary to develop programs to build a healthy environmental support system with support from national policies, including individuals, peer groups, and communities.
The Journal of Korean Association of Computer Education
/
v.7
no.6
/
pp.95-105
/
2004
It is important to understand how pre-service teachers perceive e-learning because their prior-experience with e-learning will have a great impact on their teaching after the graduation. Pre-service teachers (401 students) with cyber learning experience, which is a form of e-learning, were selected in 2004 in May and June. Survey was conducted regarding the instructional experience (working hours, tasks and evaluation, satisfaction about cyber learning and its academic achievement, difficulties and suggestions) and instructional methods (instructional activities, frequencies of interaction, strategies of interaction, collaborative activities, behaviors in the group instructional activities for knowledge development). The results are pre-service teachers tent to spend similar v slightly less working hours for cyber learning, similar or slightly less satisfaction level for the instruction and the academic achievement. It was interesting that female students were more negative than males students, considering female students have been more active in online discussion traditionally. Logical presentation of contents and instructional strategies for the cyber learning were the most wanting suggestions. E-mails and BBS for reference materials were the two most used functions in the online learning. The amount and types of tasks were satisfactory. Students did not interact freely during the group activities, they reported they did not learn much through the group activity. During the group work, they consider they do their roles with responsibility while they have slightly negative responses toward other members' contribution in the group activity. Off line meeting is strongly suggested.
The aim of this study is to investigate the change of science writing ability between pre and post-science writing which was written before and after argumentation activity and to show how argumentation influences the science writing ability. To fulfill this aim, eight 5th grade students were chosen from an elementary school. They were involved in the nine science writing themes which was compose of scientific contexts and social scientific contexts. Students' science works in argumentation and writing activity were collected and analysed based on four domains of framework for science writing ability: scientific thinking, logic, creativity and expression ability. The result of this study showed that the affirmative change of four domains of science writing ability on post-science writing written after argumentation was observed. Also, an affirmative change was observed in all of the scientific and social scientific themes. A lot of changes of the scientific writing ability were observed especially when the themes were familar to student. The degree of change depended on the level of the student, but overall it influenced all participating students with a positive improvement for their scientific writing ability. Students with high grade of academic achievement showed high improvement in science writing ability, but students who had low grade of academic achievement also showed a positive improvement in science writing ability.
The university e-learning classes give a major focused on practical training in the art and design field are opened such as theory classes. The cyber universities that fully gives on-line classes even open as theory classes. They speak about difficulty and limitation of operating cyber class with practice. So, many of them organize off-line special lecture at the classroom in weekend. In the reason of studying that has the constraints of time and space, the student wastage rates in cyber universities are going higher. This research focused on giving an efficient e-learning practice environment in college e-learning courses, and operated scholastic achievement test between the augmented reality(AR) based practice education and the existing classroom based practice education. The subjects of study were totally 84 people who are the freshmen of the design department in the two-year diploma course college. They were divided 3 groups which one was treated AR based practice e-learning and two others groups were existing classroom based practice. Each of the group took the same treated lecture during 7 weeks. The first of the outcome was the AR based practice e-learning was more effective than existing classroom based practice on the side of scholastic achievement. The second, the AR based practice e-learning aroused increasing in the interest in class on the side of attribute factors. The third, the AR based practice e-learning group made higher level of studying immersion than others. In consideration of this experiment was processed in the regular college academic course, the finding by this research shows AR based major practice e-learning is an alternative lecturing strategy what can be supplemented existing classroom based academic teaching methods.
The Journal of Korean Association of Computer Education
/
v.16
no.4
/
pp.55-62
/
2013
Most of the APP market today, it is biased in the field of games and entertainment. In contrast, market-share of the educational APP is very low. This phenomenon is due to two major problems. The first is a decrease in the reuse because of the test of simple pattern. The second is difficult to consider user-level range that was learned previously. In this case it is necessary for students to do additional effort. This paper, propose an educational intelligent educational APP to solve the problems described above and shows implementation results. This system analyzes the stored results that have been saved to determine the area of vulnerability. Time-based Re-validation module helps long-term memory of student. The proposed system in this way directly supports self-directed learning. Therefore, the students can be able to relearn weak area autonomously. It results in improved academic achievement.
The aim of the present study was to analyze the factors that affects the peer attachment in Korean youth. Subjects were 419 middle school students (210 male, 209 female). Dependent variable was defined as peer attachment. Explanatory variables were included as gender, academic achievement satisfaction, subjective household economy level, parent - child dialogue frequency, subjective health status, depression symptom, self - esteem, subjective life satisfaction, and mobile phone dependency. In the multi-layer perceptron artificial neural network algorithm analysis, depression symptoms, gender, parent-child dialogue level for school life, subjective household economy level, subjective health status were significantly associated with peer attachment in Korean youth. Based on this result, systematic programs are required in order to prevention of peer attachment in Korean youth.
Journal of Fisheries and Marine Sciences Education
/
v.28
no.1
/
pp.235-247
/
2016
The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.
Journal of Fisheries and Marine Sciences Education
/
v.25
no.4
/
pp.878-890
/
2013
The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.
Journal of The Korean Association For Science Education
/
v.26
no.7
/
pp.790-797
/
2006
The purpose of this study was to examine the effects of the level-differentiated laboratory activities suggested by the 7th national curricula compared to the in-depth level activities only and supplementary level activities only. Two hundred 7th grade students attending a coed middle school were selected for this study and divided into three groups; level-differentiated, in-depth, and supplementary group. In each group, the students were subdivided into the in-depth level and the supplementary level by the formative test after completing the basic learning course. The in-depth and the supplementary laboratory activities were developed and engaged to the respective students in the level-differentiated group for one semester, while only the in-depth activities were engaged to the in-depth group and only the supplementary activities were engaged to the supplementary group. To examine the effects of treatments, the science knowledge test and the inquiry process skill test were administered before and after treatments and the students' opinions about the level-differentiated instruction were surveyed. The results showed that there were significant differences in the science knowledge achievements between the groups while no significant difference was found in the inquiry process skills. Post hoc analysis showed these differences were found between the level-differentiated group and the supplementary group. After the activities, most students in the level-differentiated group responded positively on doing level-differentiated activities except a few students in the supplementary level, These results justify the effectiveness of the level-differentiated laboratory activities compared to the supplementary only laboratory activities in middle school science classes.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.